Abstract
Science learning in elementary schools requires concrete learning experiences to help students relate scientific concepts to observable phenomena. This study aimed to describe the implementation of a volcanic eruption simulation practicum and analyze students’ engagement and conceptual understanding of volcanic eruption processes. A descriptive qualitative approach was applied through content analysis of 33 Student Worksheets (LKPD) collected from 36 fifth-grade students at SDN Kramatwatu 1. The analysis focused on students’ observations and conclusions after participating in the practicum activity. The results showed that all students who submitted worksheets (33 students or 100%) reported understanding the volcanic eruption process. Based on the depth of explanations, 23 students (70%) demonstrated basic understanding, 7 students (21%) showed descriptive-affective understanding, and 3 students (9%) achieved mechanistic understanding. These findings indicate that simple practicum activities can provide meaningful concrete experiences, increase student engagement, and support connections between observed phenomena and science concepts. However, the study did not quantitatively measure learning motivation due to the absence of standardized instruments and a pretest–posttest design. Further research should include motivation assessments and conceptual reinforcement after practical activities.